The review by former children’s minister Edward Timpson looked at how schools use exclusions. It also investigated why schools are more like to exclude some children rather than others.

Exclusions hit vulnerable groups the most

Vulnerable groups are more likely to face exclusion. More than three in four (up to 78 per cent) of permanent exclusions involve children with special educational needs (SEN), or who are classed as in need or eligible for free school meals.

Certain ethnic groups, such as Bangladeshi and Indian pupils, have lower rates of exclusion than white British pupils. However, black and mixed-race children experience a higher rate of exclusion.

The review made 30 recommendations. They include that the Department for Education (DfE) should clarify the work that councils can do as “advocates for vulnerable children” at risk of exclusion.

‘Disruptive’ may mean ‘disressed’

Jane Harris is director of external affairs at the National Autistic Society (NAS).

She said bright lights, noise, unclear instructions or other children’s behaviour can trigger anxiety in autistic children.

Harris said this can lead to behaviour that seems “disruptive”, but is actually a sign they are “distressed”.

Timpson said no child should be allowed to “slip through the net” and “exclusion from school should never mean exclusion from education”.

Schools ‘off-rolling’

In addition to variations in the way schools use exclusion, there was a small minority who were “off-rolling”.

Off-rolling involves taking pupils off the school roll without a formal exclusion, or by encouraging parents to remove them.

Education minister Damian Hinds says government reforms will enable schools to “help a child before exclusion is necessary”. He also said they will “improve alternative provision” and reduce “incentives for schools to off-roll pupils”.